This mixed methods study explores the work of five small writing communities formed within a university-based preservice English language arts writing methods course. Fifteen preservice English language arts teachers took part in the study and participated across five peer writing groups. The study shares the instructional design of the course as well as the writing activities and practices that took place within the groups over the course of one 15-week semester.
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- Partial requirement for: Ph.D., Arizona State University, 2019Note typethesis
- Includes bibliographical references (pages 135-144)Note typebibliography
- Field of study: English